Directions:As a team, you will be responsible for compiling the information below about your inquiry strategy. Next week, your group will provide a 5-6 minute overview of your strategy for the class.
1. Name and Description of your strategy (mention any variations of your strategy as well):
Learning Stations are designated tables or spaces in a classroom where small groups of students rotate from station to station and complete a different task at each station.
As Milner and Milner (1999) point out, learning stations have the potential to “make learning more social and collaborative; at other times, they make it more personal and reflective” (369).
“Cycling through the interactive circle of learning stations allows students to simultaneously experience a variety of student-centered and self-directed educational challenges,” (Young, 2002, p. 59).
Variations Include:
- Learning Circles
- Literature Circles (ref. Harvey Daniels)
2. Inquiry Process associated with your strategy:
The students can be assigned different roles within a small group, such as the facilitator, the recorder, the timekeeper, and etc., to keep the activities organized and for time to be used effectively.
3. Description of the Product or Products resulting from the inquiry process associated with or resulting from it. Be sure to address how technology is or might be connected to the process or product related to the strategy, as well as the composing and/or publishing processes.
The products that result from this activity are various and could include a different product for each station or a product that is the result of work at each station. For example, students could carry around a journal to respond to each station in a different way by discussing a key aspect of a literary text, comparing and contrasting two pop songs related to the text, creating illustrations inspired by the text and many others. These results could be posted in the classroom or in a secure, online space.
Another option would be that the station work not only results in products for each station, but also serves as a jumping off point for bridging into more focused and in-depth small-group inquiry or individual inquiry.
4. Descriptions of Examples and Links to examples when possible (when you include a link to an example, provide a brief annotation / description of the example -- not just a link):
- Examples of HS English Learning Stations Activities focused on The Scarlet Letter and Beowulf:
5. Resources located and consulted related to your strategy (both hard copy and links):
6. [OPTIONAL] 1 or 2 additional inquiry-based learning strategies we like, value, want to try, have experienced in a positive way, etc. (name and describe briefly):
Directions: As a team, you will be responsible for compiling the information below about your inquiry strategy. Next week, your group will provide a 5-6 minute overview of your strategy for the class.
1. Name and Description of your strategy (mention any variations of your strategy as well):
Learning Stations are designated tables or spaces in a classroom where small groups of students rotate from station to station and complete a different task at each station.
As Milner and Milner (1999) point out, learning stations have the potential to “make learning more social and collaborative; at other times, they make it more personal and reflective” (369).
“Cycling through the interactive circle of learning stations allows students to simultaneously experience a variety of student-centered and self-directed educational challenges,” (Young, 2002, p. 59).
Variations Include:
- Learning Circles
- Literature Circles (ref. Harvey Daniels)
2. Inquiry Process associated with your strategy:
The students can be assigned different roles within a small group, such as the facilitator, the recorder, the timekeeper, and etc., to keep the activities organized and for time to be used effectively.
3. Description of the Product or Products resulting from the inquiry process associated with or resulting from it. Be sure to address how technology is or might be connected to the process or product related to the strategy, as well as the composing and/or publishing processes.
The products that result from this activity are various and could include a different product for each station or a product that is the result of work at each station. For example, students could carry around a journal to respond to each station in a different way by discussing a key aspect of a literary text, comparing and contrasting two pop songs related to the text, creating illustrations inspired by the text and many others. These results could be posted in the classroom or in a secure, online space.
Another option would be that the station work not only results in products for each station, but also serves as a jumping off point for bridging into more focused and in-depth small-group inquiry or individual inquiry.
4. Descriptions of Examples and Links to examples when possible (when you include a link to an example, provide a brief annotation / description of the example -- not just a link):
- Examples of HS English Learning Stations Activities focused on The Scarlet Letter and Beowulf:
5. Resources located and consulted related to your strategy (both hard copy and links):
6. [OPTIONAL] 1 or 2 additional inquiry-based learning strategies we like, value, want to try, have experienced in a positive way, etc. (name and describe briefly):